Licensure Program Content Guidelines Matrix for Principal

Transcription

1 Licensure Program Content Guidelines Matrix for Principal IHE: UW La Crosse Licensure Program: PRINCIPAL (51) ADMINISTRATION Category Certification Only Masters Program Content Standards PI (2) (a) 3 used by this IHE: Used Wisconsin Licensure Program Content Guidelines adopted by the state superintendent 2010 Content Guidelines 1. The Wisconsin Licensure Program Content Guidelines for Principal are listed in the first column. This new/revised licensure program submission will be reviewed against these content 2. Review the syllabi for all your courses and experiences and complete the matrix. The most important columns are three and four. Standards Wisconsin PI Administrator Standards and Wisconsin Licensure Program Content Guidelines 2001 (1) The administrator has an understanding of and demonstrates competence in the teacher standards under s. PI Where will candidates learn the content knowledge and skills for this standard? 1 - EDU 766 Module 2 What will a candidate DO (Performances) to demonstrate they can: 1 - Educational Reform Paper -Research a specific area of educational reform measures through a combination of classroom observation and independent research of the topic. How will we measure their proficiency in this performance? 1 - Content within the paper that meets the specifications of the rubric used to evaluate the student s papers. 1 - EDU Expectations for the Learner #7 - Design and implement a project at your practicum site that aligns to the school s improvement plan and to school district priorities with a laser-like focus on improving student achievement (alignment to WAS will vary by project). This project should be memorialized using the tools set forth by the school/district in which you are completing your practicum. If 1 - Project submitted to university supervisor and graded with an available rubric. 3D - A 5-6 page APA paper will be submitted and graded with an available rubric. 1

2 specific tools do not exist, you should put on your principal hat and create a way to document this project. Documentation can include but isn t limited to the following items: meeting agendas, communications to staff, professional development presentations, curriculum updates, etc. Examples of projects include but are not limited to the Review the current formal teacher evaluation system used at your school. Research formal teacher evaluation systems that are available. Make recommendations to your cooperating principal based on your research. Review the school s homework policy. Review the research on homework as it links to student achievement. Generate recommendations to share with your cooperating principal based on your research. Attend a professional conference and present concepts to the faculty at your practicum site. Assist in the development of the school s master schedule and/or supervision schedule. Organize and take the lead on a schoolwide function that includes members of the community (e.g., math night, awards evening, etc.). Serve on a committee to review the safety plan in place at your practicum site. Suggest improvements if applicable. Lead a mock lock down, fire drill, tornado drill, etc. After each drill, analyze what went well, what could be improved, and follow-up accordingly. Your project should clearly link to the WI Content Standards set forth for principals. This project is due to your university supervisor by the end of module 5 (add date). 2

3 1 - EDU Provide varied experiences for the learner that align with the day-to-day life of the principal and the Wisconsin Content o Collaborate with school staff, students, families to increase student achievement o Facilitate a professional development session o Work with department chairs to build meeting agenda o Help generate school improvement plans o Implement and analyze Smarter Balanced Summative Assessments that accurately measure student progress toward college and career readiness o Analyze, interpret, and present financial data, trends, and issues to constituents served by the schools, and outline possible actions and their implications. o Provide guidance in relation to after school programs, co-curricular programs, and/or sports activities o Build a supervision schedule for lunch, recess, buses, before and after school o Interpret board policy and share with staff o Participate in RtI activities o Participate in PBIS activities o Work with students, families, and members of the school staff in relation to discipline issues o Implement, facilitate and participate in Educator Effectiveness activities (Charlotte Danielson s work) o Shadow building engineer o Lead a support staff meeting o Work with diverse community groups to develop trust, and to support and implement programs and services to increase student achievement. 1 -The UW-L: Principal 3

4 o Research diverse community resources to develop and improve programs and partnerships and to meet the needs of all students and stakeholders. o Ensure social justice, equity, confidentiality, inclusion among different groups by changing policies, programs, and practices to support student achievement. o Manage compliance issues in terms of legal, regulatory, and policy requirements. 4

5 Standards Wisconsin PI Administrator Standards and Wisconsin Licensure Program Content Guidelines 2001 Where will candidates learn the content knowledge and skills for this standard? What will a candidate DO (Performances) to demonstrate they can: How will we measure their proficiency in this performance? (2)The administrator leads by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared by the school community. A. Use a collaborative process for developing and implementing a vision for student achievement. 2A - EDU 765 Module 2 2A - Principal s Role in Teaching & Learning: an Elevator Speech What core beliefs guide you as a principal? How do you lead with a focus on continuous improvement? 2A Proficiency Rubric; Grade of B or better. 2A - EDU 768 Module 1 2A - Discussion 1: Prioritizing Instructional Supervision Tasks Profide your school s mission and vision statement. How were the mission and vision statements developed? Develop a list that ranks these perspectives according to what you consider their order of importance. Write a rationale of your ranking 2A - Proficiency Rubric 2A - EDU 773 Modules 1-5 2A - Expectations for the Learner #7 Design and implement a project at your practicum site that aligns to the school s improvement plan and to school district priorities with a laser-like focus on improving student achievement. Your project should clearly link to the WI Content Standards set forth for principals. 2A - Project submitted to university supervisor and graded with an available rubric. 5

6 2A - EDU 773 Modules 1-5 2A -Provide varied experiences for the learner that align with the day-to-day life of the principal and the Wisconsin Content Guidelines for Principals. Examples of activities include but are not limited to the o Collaborate with school staff, students, families to increase student achievement o Facilitate a professional development session o Help generate school improvement plans o Implement, facilitate and participate in Educator Effectiveness activities (Charlotte Danielson s work) 2A - The UW-L: Principal B. Align the school s vision with the district and the community at large. 2B - EDU 768 Modules 1-5 2B - Teacher Performance Improvement Plan Project Along with accessing Web sites, you should have the opportunity to interview, converse with, or discuss public issues with several stakeholders or administrators who work or volunteer in the local licensed educational agency (LEA). Below is a brief list of reflection questions that may assist you as you begin to frame your analysis and evaluation regarding the LEA as it relates to teacher supervision and evaluation.. How are the school/district goals determined? How do the goals align with the school/district vision? Can you articulate how the goals and vision were implemented?. What was 2B - A final APA formatted paper will be submitted and graded with an available rubric. 6

7 C. Communicate and build support for the vision with stakeholders. 2B - EDU 773 Modules 1-5 \ 2C - EDU 765 Module 4 involved in the implementation process of the vision, mission, and student learning goals? What barriers or weaknesses are you beginning to discover? Can you describe the level of difficulty in obtaining school/district documents? Can you discuss how your school/district assesses the overall progress in student academic progress? Can you explain how knowledgeable teachers are of school goals and goal assessment? What professional development opportunities are offered and how do they align to the vision and mission?can you describe how databased assessment of student learning is collected, interpreted, and communicated? 2B - Provide varied experiences for the learner that align with the day-today life of the principal and the Wisconsin Content Guidelines for Principals. Examples of activities include but are not limited to the o Help generate school improvement plans o Interpret board policy and share with staff 2C Completion of the Socio- Cognitive Leadership Rubric (Interview of Educational Leader) This assignment requires you to interview an educational leader using the Socio-Cognitive tool created by Kelley and Shaw. After you conduct the interview you will assess the nature of the responses using the rubric on pages 2B - The UW-L: Principal 2C - Proficiency Rubric; Grade of B or better. 7

8 2C - EDU 765 Module in your text. After assessing the responses, reflect on new learnings, themes that emerged, make connections to your course readings, and make recommendations for furthering the achievement for all students. Building an Engaged Community How have you worked to understand the community and engage stakeholders in development and attaining a vision of learning for all students? How have you developed internal and external relationships to engage, motivate, and support student learning? How have you served as an educational and student advocate in the community? 2C - Complete Press Release You have taken over a school in need of substantial reform. You ve been at the school for three months and are looking forward to working with your staff at a pending in-service day. Although morale has improved since you ve arrived, you recognize that staff are tired and wondering if anything will be different this time around (i.e., you are the 5 th principal in 5 years). To inspire your staff as well as continue to share your ideas in relation to the school vision, you decide to write a press release for your school. This press release will be dated 5 years out and will detail the progress of your school after 5 years of diligence by you and your staff. With that, for the purposes of this assignment, you will write this press 2C - Proficiency Rubric; Grade of B or better. 8

9 2C - EDU 773 Modules 1-5 release with a focus on the levers of change you and your staff used to ensure each of your students are able to achieve academic success. This assignment should be submitted to the appropriate Drop Box on D2L by the end of the module. The rubric used to assess this assignment is located on D2L as well. 2C - Provide varied experiences for the learner that align with the day-to-day life of the principal and the Wisconsin Content Guidelines for Principals. Examples of activities include but are not limited to the o Collaborate with school staff, students, families to increase student achievement o Help generate school improvement plans o Work with diverse community groups to develop trust, and to support and implement programs and services to increase student achievement o Interpret board policy and share with staff o Work with students, families, and members of the school staff in relation to discipline issues o Implement, facilitate, and participate in Educator Effectiveness activities (Charlotte Danielson s work) 2C - The UW-L: Principal D. Support the vision by creating a results-oriented focus to increasing student achievement. 2D - EDU 767 Module 1 2D - Connect to Practice 1) Review Figure 1.1 in Bernhardt - Where does your school fall most often? 2) Review the Continuous School Improvement 2D - 1) Grade of B or better; 2) Proficiency Rubric; Grade of B or better; 3) Proficiency 9

10 Framework in Figure 2.1. Determine the components missing from your school s continuous school improvement efforts. 3) Organize your demographic data using the Demographic Data Inventory (Appendix B1). Please submit your responses through the D2L Dropbox. Rubric; Grade of B or better.. 2D - EDU 773 Modules 1-5 2D - Expectations for the Learner #7 Design and implement a project at your practicum site that aligns to the school s improvement plan and to school district priorities with a laser-like focus on improving student achievement. 2D - Project submitted to university supervisor and graded with an available rubric. 3D - A 5-6 page APA paper will be submitted and graded with an available rubric. 2D - EDU 773 Modules 1-5 2D - Provide varied experiences for the learner that align with the day-today life of the principal and the Wisconsin Content Guidelines for Principals. Examples of activities include but are not limited to the o Help generate school improvement plans o Implement and analyze Smarter Balanced Summative Assessments that accurately measure student progress toward college and career readiness o Implement, facilitate and participate in Educator Effectiveness activities (Charlotte Danielson s work) o Analyze, interpret, and present financial data, trends, and issues to constituents served by the schools, and outline possible actions and their 2D - The UW-L: Principal 10

11 implications. E. Use data to inform the development, support, and evaluation of a shared vision and mission. 2E - EDU 768 Module 4 2E - Teacher Performance Improvement Plan Project Along with accessing Web sites, you should have the opportunity to interview, converse with, or discuss public issues with several stakeholders or administrators who work or volunteer in the local licensed educational agency (LEA). Below is a brief list of reflection questions that may assist you as you begin to frame your analysis and evaluation regarding the LEA as it relates to teacher supervision and evaluation. Can you describe how databased assessment of student learning is collected, interpreted, and communicated?. How are the school/district goals determined? How do the goals align with the school/district vision? Can you articulate how the goals and vision were implemented?. What was involved in the implementation process of the vision, mission, and student learning goals? What barriers or weaknesses are you beginning to discover? Can you describe the level of difficulty in obtaining school/district documents? Can you discuss how your school/district assesses the overall progress in student academic progress? Can you explain how knowledgeable teachers are of school goals and goal assessment? What professional development opportunities are offered and how do they align to the vision and mission? 2E - An APA formatted paper will be submitted and graded with an available rubric. 11

12 2E - EDU 767 Module 2 2E - EDU 768 Modules 1-5 2E - EDU Modules 1-5 2E - Connect to Practice 1) Review the Perceptions Data Inventory in Appendix B2. List the types of perception data being used in your school, their purposes, and timeline of when data is collected. 2) Review the student learning inventory in Appendix B3. List how your school assesses student learning. Discuss gaps in assessments. 3) Review the school processes inventory in Appendix B4. List the programs and processes your school is currently using. In your opinion, are there programs and processes that need to be dropped or added? Are there programs or processes that everyone needs to be doing? 2E - Discussion #2 Topics will be created on a discussion forum to allow for additional thought and reflection. Topic: Discuss why student learning data is important for continuous school improvement. 2E - Provide varied experiences for the learner that align with the day-to-day life of the principal and the Wisconsin Content Guidelines for Principals. Examples of activities include but are not limited to the o Collaborate with school staff, students, families to increase student achievement o Help generate school improvement plans o Implement and analyze Smarter balanced Summative Assessments that accurately measure student progress toward college and career readiness. 2E - Proficiency Rubric; Grade of B or better. 2E - Discussion will be graded with an available rubric 2E -The UW-L: Principal. 12

13 o Implement, facilitate and participate in Educator Effectiveness activities (Charlotte Danielson s work) o Analyze, interpret, and present financial data, trends, and issues to constituents served by the schools, and outline possible actions and their implications. F. Lead the process of setting and monitoring the goals based on the vision. 2F - EDU 767 Module 5 2F - Continuous Improvement Project and Presentation - 1) Interview your school administrator; 2) Understand, analyze, and evaluate your district/building school improvement plan; 3) Submit a critical analysis of the school improvement plan being used and make recommendations for improvement; and 4) Present your School Improvement Project to the class through a My Mediasite presentation. Please submit your interview, critical analysis and My Mediasite presentation through the D2L Dropbox. 2F - Proficiency Rubric; Grade of B or better. 2F - EDU 773 Modules 1-5 2F - Provide varied experiences for the learner that align with the day-to-day life of the principal and the Wisconsin Content Guidelines for Principals. Examples of activities include but are not limited to the o Collaborate with school staff, students, families to increase student achievement o Work with diverse community groups to develop trust, and to support and implement programs and services to increase student achievement. - Help generate school improvement plans 2F - The UW-L: Principal 13

14 o Implement and analyze Smarter balanced Summative Assessments that accurately measure student progress toward college and career readiness. G. Lead the change process to increase student achievement. 2G - EDU 767 Module 2 2G - Connect to Practice 2) Review the student learning inventory in Appendix B3. List how your school assesses student learning. Discuss gaps in assessments. Please submit your response through the D2L Dropbox. 2G Proficiency Rubric; Grade of B or better. 2G - EDU 773 Modules 1-5 2G - varied experiences for the learner that align with the day-to-day life of the principal and the Wisconsin Content activities include but are not limited to the o Collaborate with school staff, students, families to increase student achievement o Work with diverse community groups to develop trust, and to support and implement programs and services to increase student achievement. - Help generate school improvement plans o Implement and analyze Smarter balanced Summative Assessments that accurately measure student progress toward college and career readiness. 2G -The UW-L: Principal H. Construct and implement evaluation processes to assess the effectiveness of the school s vision and progress toward goals. 2H - EDU 767 Module 5 2H - Continuous Improvement Project and Presentation - 1) Interview your school administrator; 2) Understand, analyze, and evaluate your district/building school improvement plan; 3) Submit a critical analysis of the school improvement plan being used 2H - Proficiency Rubric; Grade of B or better. 14

15 2H - EDU 773 Modules 1-5 and make recommendations for improvement; and 4) Present your School Improvement Project to the class through a My Mediasite presentation. Please submit your interview, critical analysis and My Mediasite presentation through the D2L Dropbox. 2H - Provide varied experiences for the learner that align with the day-to-day life of the principal and the Wisconsin Content Guidelines for Principals. Examples of activities include but are not limited to the o Collaborate with school staff, students, families to increase student achievement o Work with diverse community groups to develop trust, and to support and implement programs and services to increase student achievement. - Help generate school improvement plans o Implement and analyze Smarter balanced Summative Assessments that accurately measure student progress toward college and career readiness. o Analyze, interpret, and present financial data, trends, and issues to constituents served by the schools, and outline possible actions and their implications. 2H - The UW-L: Principal 15

16 Standards Wisconsin PI Administrator Standards and Wisconsin Licensure Program Content Guidelines 2001 (3)The administrator manages by advocating, nurturing and sustaining a school culture and instructional program conducive to pupil learning and staff professional growth. Where will candidates learn the content knowledge and skills for this standard? What will a candidate DO (Performances) to demonstrate they can: How will we measure their proficiency in this performance? A. Establish high expectations and build organizational systems that result in a high performing school. 3A - EDU 767 Module 5 3A -Continuous Improvement Project and Presentation - 1) Interview your school administrator; 2) Understand, analyze, and evaluate your district/building school improvement plan; 3) Submit a critical analysis of the school improvement plan being used and make recommendations for improvement; and 4) Present your School Improvement Project to the class through a My Mediasite presentation. Please submit your interview, critical analysis and My Mediasite presentation through the D2L Dropbox. 3A - Proficiency rubric; Grade of B or better 3A - EDU 773 3A - Provide varied experiences for the learner that align with the day-to-day life of the principal and the Wisconsin Content o Analyze, interpret, and present financial data, trends, and issues to constituents served by the schools, and outline possible actions and their implications. o Work with department chairs to build meeting agenda o Help generate school improvement plans o Provide guidance in relation to after 3A - The UW-L: Principal 16

17 school programs, co-curricular programs, and/or sports activities -Build a supervision schedule for lunch, recess, buses, before and after school 3B - EDU 772 Module 2 3B - EDU 773-3B 3B - Students will submit electronically to be graded 17

18 B. Create and implement a comprehensive, rigorous and coherent curricular program based on the Wisconsin Model Academic Standards. 3B EDU 772 Module 2 3B - Pictorial Representation of service delivery model Select a school configuration in relation to where you would like to serve as a principal (e.g., K-5, 6-8, 9-12). Create your ideal service delivery model for your school and capture it in a pictorial fashion. A sample of a service delivery model can be found in Chapter 3 of your course text. In creating your service delivery model, do not become overly concerned about resources. Begin from the perspective of what you believe your students need based on research-based, best practices for that developmental level. In addition to creating your service delivery model, respond to the following two prompts: (1) What do you see as the strengths of your model? (2) What do you see as potential challenges associated with this model? 3B - The UW-L: Principal 3B EDU 773 3B - Provide varied experiences for the learner that align with the day-to-day life of the principal and the Wisconsin Content o Develop, implement, and monitor curriculum based on the WI standards to meet the needs of all children and increase student achievement 3C Students responses will be graded with an available rubric. C. Establish a learning environment with instructional programs that meet the diverse learning needs and interests of students and leads to increased student achievement. 3C EDU 765 Module 4 3C Completion of the Socio-Cognitive Leadership Rubric (Interview of Educational Leader) This assignment requires you to interview an educational leader using the Socio-Cognitive tool created by Kelley and Shaw. After you conduct the interview you will assess the nature of the responses using the rubric on pages in your text. After assessing the responses, 3C - Content within the paper that meets the specifications of the rubric used to evaluate the student s papers. 18

19 3C - EDU 766 3C - EDU 773 reflect on new learnings, themes that emerged, make connections to your course readings, and make recommendations for furthering the achievement for all students. Advancing Equity & Excellent in Student Learning. How have you worked to help students who struggle? How have your worked to help students who are not challenged? How have you improved access to high-quality teaching and learning for more students? 3C - Produce a paper discussing the following topics: Discuss the characteristics of school principals comparing those that lead schools and those that simply manage them. Discuss the importance of school culture as it relates to student achievement. Discuss the importance of purposing for school leaders. Describe how the forces of culture and symbolic practice can lead to schools that are highly effective. Describe your current school culture. How does your administration use the five forces of school leadership to enhance the learning of students in your school? As a new principal, how would you go about establishing a healthy school culture that leads to high student achievement? 3C - Expectations for the Learner #7 Design and implement a project at your practicum site that aligns to the school s improvement plan and to school district priorities with a laser-like focus on improving student achievement. 3C - Project submitted to university supervisor and graded with an available rubric. 3D - A 5-6 page APA paper will be submitted and graded with an available rubric. 3D - Project submitted to university supervisor and graded with an available rubric. 19

20 D. Supervise instruction and provide support to ensure staff is increasing achievement for every student. 3D Module 2 3D - Teacher Performance Analysis Part 1 For this component of the assignment, you will need to schedule a time to conduct three classroom observations. Using your school's teacher performance appraisal system, observe three teachers presenting a lesson and document what you observed. Remember to maintain objectivity as you record your observations; it is best to note only teaching behavior that you observe. Assumptions are not needed during this exercise. Analyze how the teacher performance appraisal system aligned with the facilitation of best instructional practices. Analyze how the teacher performance appraisal system aligned with the use of research-based curriculum/materials. Provide recommendation that relates to the (1)Design of a curriculum that is intended to accommodate diverse student needs. (2)Delivery of a curriculum that is intended to accommodate diverse student needs. (3)Evaluation of a curriculum that is intended to accommodate diverse student needs. 3D - EDU 773 3D - Expectations for the Learner #7 Design and implement a project at your practicum site that aligns to the school s improvement plan and to school district priorities with a laser-like focus on improving student achievement. 3D - Project submitted to university supervisor and graded with an available rubric. 3D - A 5-6 page APA paper will be submitted and graded with an available rubric. 3D - EDU 773 3D - Provide varied experiences for the learner that align with the day-to-day life of the principal and the Wisconsin Content 3D - The UW-L: Principal 20

21 o Implement, facilitate, and participate in Educator Effectiveness activities (Charlotte Danielson s work) o Participate in recruitment, training, evaluation, and retention of highly qualified staff E. Facilitate and supervise staff in the design and use of standards-based assessments to evaluate student learning, identify interventions, report student progress, and increase student achievement. 3E - EDU 767 Module 3 3E - Connect to Practice 1) Review Analyzing Data for Continuous School Improvement Planning in Appendix H. In small groups analyze each type of data. Come to agreement on strengths, challenges, implications, and other data you may need for continuous school improvement. 2) Identify an undesirable result from your school s data. In your small group use the problem-solving cycle in Appendix I to think about the questions that need to be answered in order to solve the problem. 3) Review Creating a Shared Vision in Appendix J. 4) Share the results of your data analysis with your school principal. Please submit your answers through the D2L Dropbox. 3E - Proficiency rubric; Grade of B or better. 3E - EDU 773 3E - Provide varied experiences for the learner that align with the day-to-day life of the principal and the Wisconsin Content o Implement, facilitate, and participate in Educator Effectiveness activities (Charlotte Danielson s work) o Help generate school improvement plans o Facilitate a professional development session o Participate in recruitment, training, evaluation, and retention of highly qualified staff 3E -The UW-L: Principal 21

22 F. Promote a collegial learning culture that supports ongoing professional development focused on achievement for every student. 3F EDU 765 Module 4 3F - Completion of the Socio-Cognitive Leadership Rubric (Interview of Educational Leader) This assignment requires you to interview an educational leader using the Socio-Cognitive tool created by Kelley and Shaw. After you conduct the interview you will assess the nature of the responses using the rubric on pages in your text. After assessing the responses, reflect on new learnings, themes that emerged, make connections to your course readings, and make recommendations for furthering the achievement for all students. How have you worked to build teaching capacity to meet student needs and raise student achievement? How have you worked to build a professional learning community with high expectations and accountability for the improvement of teaching and learning? How have you worked to support all teachers, including teachers who struggle, to grow professionally and engage in in reflective practice? 3F - Students responses will be graded with an available rubric. 3F Module 2 3F - Professional Development Program Part 1 As a school leader, it is important that you provide opportunities for teachers to grow in their craft. For this component of the project, you must reflect on the school's professional development program and address the Identify what the school's professional development program (PDP) entails. Be specific in your discussion of each type of activity offered. How do the professional development (PD) activities align with the school's vision? How does it support effective instruction? What could be done to improve the PDP? Include at least three areas for improvement. In addition, provide a rationale to demonstrate why these 3F - A 5 page APA formatted paper will be submitted and graded with an available rubric 22

23 areas have been chosen. Using the three areas that you have chosen for improvement, articulate how you would redesign the PDP in a way that provides a context-appropriate program. Your redesign plan must include, but should not be limited to, a focus on reflective practice and the use of research that aligns with the school's vision and mission. Support your redesign plan with three to five citations from relevant readings from this course. 3F - EDU 773-3F - Provide varied experiences for the learner that align with the day-to-day life of the principal and the Wisconsin Content - Facilitate a professional development session o Implement, facilitate, and participate in Educator Effectiveness activities (Charlotte Danielson s work) 3F - The UW-L: Principal G. Monitor the use of differentiated strategies, materials, and technologies to maximize instructional time and to ensure high levels of student achievement. 3G - EDU Module 1 3G - Separate Programs Online Discussion Based on your readings for this course, other courses, and your experiential knowledge, respond to the following prompt. In your text, the authors contend and cite research that separate programs perpetuate tracking of student of color and student of lower socioeconomic status. This tracking often limits these students opportunities for further education beyond high school. Reflect on areas of tracking in your own school/district. With that, in your online post share an example of tracking and the nature of the students served. Next, identify whose needs are met by this example of tracking as well as whose needs are not being met. Your initial 3G - A proficiency rubric will be used to evaluate this tracking discussion. 23

24 3G - EDU Module 2 3G - EDU 773 posting must be made by day 7 of the module. Finally, in addition to sharing your post you must respond to a minimum of three other posts made by your peers. You should respond to the posts of your peers by day 14 of the module. More information on discussion boards to include grading criteria and netiquette follows later in the syllabus. 3G - Pictorial Representation of service delivery model Select a school configuration in relation to where you would like to serve as a principal (e.g., K-5, 6-8, 9-12). Create your ideal service delivery model for your school and capture it in a pictorial fashion. A sample of a service delivery model can be found in Chapter 3 of your course text. In creating your service delivery model, do not become overly concerned about resources. Begin from the perspective of what you believe your students need based on research-based, best practices for that developmental level. In addition to creating your service delivery model, respond to the following two prompts: (1) What do you see as the strengths of your model? (2) What do you see as potential challenges associated with this model? You will submit your assignment to the appropriate DropBox on D2L by the end of the module. The rubric that will be used to assess your assignment is located on D2L as well. 3G - Provide varied experiences for the learner that align with the day-to-day life of the principal and the Wisconsin Content o Implement, facilitate, and participate in 3G - Proficiency rubric; Grade of B or better. 3G - The UW-L: Principal 24

25 Educator Effectiveness activities (Charlotte Danielson s work) o Participate in RtI activities o Participate in PBIS activities o Analyze, interpret, and present financial data, trends, and issues to constituents served by the schools, and outline possible actions and their implications. 3H EDU 765 Module 2 3H The Principal s Role in Teaching & Learning: An Elevator Speech You have been moved the last round of interviews for your ideal principal position. With that, you have been advised that you will have the chance to seal the deal with a 2 minute elevator speech where you respond to two prompts. What core beliefs guide you as a principal? How do you lead with a focus on continuous improvement? 3H Students will write out their speech to be graded with an available rubric. H. Monitor and evaluate the impact of the instructional program for continuous improvement to assure high levels of student achievement. 3H - EDU 767 Module 5 3H - Continuous Improvement Project and Presentation - 1) Interview your school administrator; 2) Understand, analyze, and evaluate your district/building school improvement plan; 3) Submit a critical analysis of the school improvement plan being used and make recommendations for improvement; and 4) Present your School Improvement Project to the class through a My Mediasite presentation. Please submit your interview, critical analysis and My Mediasite presentation through the D2L Dropbox. 3H - Proficiency rubric; Grade of B or better. 3H - EDU 773 3H- Provide varied experiences for the learner that align with the day-to-day life of the principal and the Wisconsin Content 3H - The UW-L: Principal 25

26 o Implement, facilitate, and participate in Educator Effectiveness activities (Charlotte Danielson s work) - Collaborate with school staff, students, families to increase student achievement o Facilitate a professional development session o Help generate school improvement plans o Provide guidance in relation to after school programs, co-curricular programs, and/or sports activities o Interpret board policy and share with staff o Participate in RtI activities o Participate in PBIS activities o Work with students, families, and members of the school staff in relation to discipline issues o Shadow building engineer o Lead a support staff meeting o Work with diverse community groups to develop trust, and to support and implement programs and services to increase student achievement. o Analyze, interpret, and present financial data, trends, and issues to constituents served by the schools, and outline possible actions and their implications. 26

27 Standards Wisconsin PI Administrator Standards and Wisconsin Licensure Program Content Guidelines 2001 (4)The administrator ensures management of the organization, operations, finances, and resources for a safe, efficient, and effective learning environment. Where will candidates learn the content knowledge and skills for this standard? What will a candidate DO (Performances) to demonstrate they can: How will we measure their proficiency in this performance? A. Develop, align, monitor, and evaluate management systems through short and long-term strategic planning processes to focus on student achievement. 4A - EDU 771 Module 1 4A - Students will review the annual financial reports of their school district over the past five years. Write a report analyzing changes noted in the budget and the potential reasons for the changes. Evaluate both revenue sources and expenditures. Assess equity or adequacy issues. Submit your report through the Dropbox on D2L. 4A - Proficiency rubric; Grade of B or better. 4A - EDU 768 Module 1 4A - Discussion Board Reflection Questions 1. How are the school/district goals determined? 2. How do the goals align with the school/district vision? 3. Can you articulate how the goals and vision were implemented? 4. What was involved in the implementation process of the vision, mission, and student learning goals? 5. What barriers or weaknesses are you beginning to discover? 6. Can you describe the level of difficulty in obtaining school/district documents? 7. Can you discuss how your school/district assesses the overall progress in student academic progress? 4A - Content within the discussion board posting that meets the specifications of the rubric used to evaluate the student s posting and responses. 27

28 8. Can you explain how knowledgeable teachers are of school goals and goal assessment? 9. Can you describe how data-based assessment of student learning is collected, interpreted, and communicated? 10. What professional development opportunities are offered and how do they align to the vision and mission? 4A - EDU 773 4A - Provide varied experiences for the learner that align with the day-to-day life of the principal and the Wisconsin Content o Help generate school improvement plans o Work with department chairs to build meeting agenda o Analyze, interpret, and present financial data, trends, and issues to constituents served by the schools, and outline possible actions and their implications. o Implement, facilitate and participate in Educator Effectiveness activities (Charlotte Danielson s work) 4A - The UW-L: Principal B. Recruit, select, induct, evaluate, supervise and retain highly qualified staff to support effective instructional practices that lead to high levels of student achievement. 4B - EDU Module 1 4B - School Leader Course Project For the principal track project, the first component, which is due in Unit 2, requires you to analyze your school's current teacher evaluation system. In Unit 4, you will need to conduct three classroom observations, which you will use to analyze the results of your observations and develop a post-observation conference agenda. 4B - Proficiency will be measured by assessment of written summary with an available rubric. 28

29 4B EDU 771 Module 2 4B - Students will write a report describing the process within their schools for recruiting, selecting, inducting, evaluating, supervising and retaining highly qualified staff to support effective instructional practices that lead to high levels of student achievement. Submit your report through the D2L Dropbox. 4B - Proficiency rubric; Grade of B or better. 4B EDU 771 Module 3 4B - Students will complete #1 of the Study Questions on page 260 of Odden and Picus. Using the Evidence-Based adequacy approach described in the Chapter 8 answer these questions: 1) What are the resources needed to provide an adequate education? 2) How many personnel are in your school and what are their positions compared to the model? (Odden & Piscus, 2014, 260). Submit your report through the Dropbox on D2L. 4B - Proficiency rubric; Grade of B or better. 4B - EDU 773 Modules 1-4B - Provide varied experiences for the learner that align with the day-to-day life of the principal and the Wisconsin Content o Participate in recruitment, training, evaluation, and retention of highly qualified staff o Analyze, interpret, and present financial data, trends, and issues to constituents served by the schools, and outline possible actions and their implications. 4B -The UW-L: Principal. 4B - Expectations for the Learner #7 Design and implement a project at your practicum site that aligns to the school s improvement plan and to school district priorities with a laser-like focus on improving 4B - Project submitted to university supervisor and graded with an available rubric. 3D - A 5-6 page APA paper will be 29

30 C. Establish and sustain a safe, efficient, healthy and productive school environment that nurtures student achievement and supports the well-being of students, staff, families and community. 4C - EDU 765 Module 1 student achievement. 4C The Principal as Both Technician and Artist Reflection Review Chapter 2 in Deal & Peterson. Rituals Reflect on the concept of school rituals. In doing so, consider the following questions. What rituals currently take place at your school? What rituals further the vision for your school? Do any rituals erode the vision? Putting yourself in the role of a principal, what rituals will you consider for your school and why? submitted and graded with an available rubric. 4C - Proficiency will be measured by assessment of a written response to a list of questions. Graded with an available rubric. 4C - EDU 773 4C - Provide varied experiences for the learner that align with the day-to-day life of the principal and the Wisconsin Content - Provide guidance in relation to after school programs, co-curricular programs, and/or sports activities - Research diverse community resources to develop and improve programs and partnerships and to meet the needs of all students and stakeholders. -Work with students, families, and members of the school staff in relation to discipline issues - Participate in PBIS activities - Ensure social justice, equity, confidentiality, inclusion among different groups by changing policies, programs, and practices to support student achievement. - Implement, facilitate and participate in Educator Effectiveness activities (Charlotte Danielson s work) 4C -The UW-L: Principal. 30

31 D. Identify, obtain, allocate, and monitor appropriate funds and other resources for the short and long-term educational needs of the students and staff. 4D EDU 765 Module 4 4D - Completion of the Socio-Cognitive Leadership Rubric (Interview of Educational Leader) This assignment requires you to interview an educational leader using the Socio-Cognitive tool created by Kelley and Shaw. After you conduct the interview you will assess the nature of the responses using the rubric on pages in your text. After assessing the responses, reflect on new learnings, themes that emerged, make connections to your course readings, and make recommendations for furthering the achievement for all students. Managing and Aligning Resources How have you aligned all resources (i.e., financial, human, and physical) to advance the vision of equity and excellence in the school and/or district? How have you acquired and managed resources to address learning inequities in your school and/or district? How have you worked to ensure a safe and secure learning environment for students and staff? 4D - Students responses will be graded with an available rubric. 4D - EDU 772 Module 4 4D - District Budgets & What They Communicate About Beliefs About Student Learning: An Online Discussion Locate a copy of your district s budget. Review this budget with a critical eye. Be mindful of prompts that follow as you complete your review. After reviewing your district s budget and thinking through the prompts create a tweet of 140 characters (this will be used as your initial post for our module 4 online discussion) that serves as a summary comment of your budget exploration. To create an effective tweet consider the following (a) your intended message, (b) how to invite the participation of your audience (your peers for this course), (c) appropriate 4D - Tweets/Discussion will be graded with the aid of a rubric 31

32 use of hash tag(s), and (d) having fun with your tweet. 4D - EDU 773 4D - Provide varied experiences for the learner that align with the day-to-day life of the principal and the Wisconsin Content o Analyze, interpret, and present financial data, trends, and issues to constituents served by the schools, and outline possible actions and their implications. o Implement, facilitate and participate in Educator Effectiveness activities (Charlotte Danielson s work) 4D -The UW-L: Principal. E. Model effective communication, decision-making, time management and current technology practices for school management and business procedures. 4E EDU 765 Module 1 4E The Principal as Both Technician and Artist Reflection Review Chapter 2 in Deal & Peterson. : The Use of Time Job shadow and analyze a day in the life of a principal. When completing your analysis consider the following questions. When does the principal s day begin? When does the day end? Does their planner match what actually unfolds during the day? What routines does the principal tend to daily/weekly? How much time is spent in contact with students? Teachers? Families? How much time is spent in the office? Did anything surprise you? 4E - Content within the paper that meets the specifications of the rubric used to evaluate the student s papers. 4E - EDU 768 Module 2 4E - School Leader Course Project Students will conduct three classroom observations, which you will use to analyze the results of your observations and develop a post-observation conference agenda. Obtain information or a copy of the following from your school work setting or local school: Access to state or province public Web site. 4E - Submitted project will be graded using an available rubric. 32

33 Access to school public Web site. School vision/mission statement. School goals. School profile or Web site that publishes all of the demographic data. Strategic plan or school improvement plan. Teacher evaluation system used by your school. Information about the professional development opportunities offered in the school. 4E - EDU 773 4E - Provide varied experiences for the learner that align with the day-to-day life of the principal and the Wisconsin Content o Collaborate with school staff, students, families to increase student achievement o Lead a support staff meeting o Work with department chairs to build meeting agenda o Help generate school improvement plans o Interpret board policy and share with staff o Implement, facilitate and participate in Educator Effectiveness activities (Charlotte Danielson s work) 4E -The UW-L: Principal F. Ensure teacher and organizational time is focused to support effective instruction to increase student achievement. 4F - EDU 765 Module 4 4F - Completion of the Socio-Cognitive Leadership Rubric (Interview of Educational Leader) This assignment requires you to interview an educational leader using the Socio-Cognitive tool created by Kelley and Shaw. After you conduct the interview you will assess the nature of the responses using the rubric on pages in your text. After assessing the responses, 4F - Submitted paper will be graded with an available rubric. 33

34 reflect on new learnings, themes that emerged, make connections to your course readings, and make recommendations for furthering the achievement for all students. Developing Teacher Capacity How have you worked to build teaching capacity to meet student needs and raise student achievement? How have you worked to build a professional learning community with high expectations and accountability for the improvement of teaching and learning? How have you worked to support all teachers, including teachers who struggle, to grow professionally and engage in in reflective practice? 4F - EDU 773 4F - Provide varied experiences for the learner that align with the day-to-day life of the principal and the Wisconsin Content o Help generate school improvement plans o Facilitate a professional development session o Implement, facilitate, and participate in Educator Effectiveness activities (Charlotte Danielson s work) o Collaborate with school staff, students, families to increase student achievement 4F -The UW-L: Principal. G. Manage all aspects of the educational organization, including co-curricular and extra-curricular school programs. 4G - EDU 765 Module 1 4G - The Principal as Both Technician and Artist Reflection Review Chapter 2 in Deal & Peterson. Rituals Reflect on the concept of school rituals. In doing so, consider the following questions. What rituals currently take place at your school? What rituals further the vision for your school? Do any rituals erode the vision? Putting yourself in the role of a principal, what rituals will you consider for your school and why? o The 4G - Submitted paper will be graded with an available rubric. 34